Learning to Cycle: Is Velocity a Control Parameter for Children’s Cycle Patterns on the Balance Bike?

Abstract

The balance bike (BB) has been pointed out as being the most efficient learning bicycle due to its inherent stimulation of balance. However, the process of acquiring the control of balance on the BB has not been explored. This study aimed to: (i) categorize the cycle patterns of children on the BB, (ii) compare the cycle patterns in different stages of learning (before and after six sessions of a BB practice program), and (iii) verify whether velocity is a control parameter leading to transitions between different cycle patterns on a BB. The data were collected during the Learning to Cycle program from 12 children aged 6.06 ± 1.25 years. The velocity was measured using an inertial sensor. Seven different movement patterns were captured and categorized through video analysis. After practice, there was an increase in the mean number of different patterns and in the global mean and maximum velocity. These were interpreted as an improvement of the motor competence in the use of the BB. The results obtained support the hypothesis that velocity is a control parameter which leads to the emergence of diverse patterns of behavior. As the speed increased, the amount of foot contact with the ground became less frequent and the locomotor modes that imply that longer flight phases began to emerge.

Positive skill transfer in balance and speed control from balance bike to pedal bike in adults: A multiphase intervention study

“…While the participants in this study only sprinted and glided on a balance bike in the balance bike 15 m sprint tests, in Phase 1, cyclists could still achieve an average of 3.24 m·s -1 in the sprint test, while non-cyclists could only achieve 2.37 m·s -1 . It could be because cyclists tended to glide the balance bike, while non-cyclists tended to walk with the balance bike [ 5 ]. These patterns (i.e., walk, run, glide) have been previously categorized in a study where it was found that as riding speed on a balance bike increased, the frequency of foot contact with the ground decreased and locomotor modes with longer flight phases began to emerge [ 5 ].…”

“…It could be because cyclists tended to glide the balance bike, while non-cyclists tended to walk with the balance bike [ 5 ]. These patterns (i.e., walk, run, glide) have been previously categorized in a study where it was found that as riding speed on a balance bike increased, the frequency of foot contact with the ground decreased and locomotor modes with longer flight phases began to emerge [ 5 ]. Therefore, we decided that our balance bike training in phase 2 focused on teaching non-cyclists to attain a relatively high riding speed by gliding to attain bicycle self-stabilisation.…”

“…These challenges primarily involve ineffective methods and negative experiences. Balance bikes, which lack pedals and allows rider to walk or sprint while seated [ 5 ], offer a more intuitive and effective way to acquire skills and improve cycling stability. In fact, studies have shown that balance bikes are more effective in helping riders learn the essential skill of maintaining balance on two wheels compared to bikes with training wheels, which prioritize on pedalling skills [ 3 , 4 ].…”

“…Maintaining cycling stability mainly depends on gliding a bike with feet off the ground. [5][6][7]. When learning to cycle, it is not surprising that cyclists fall if they cannot maintain their posture.…”